(2) The scored Student Oral Proficiency Rating rubric for each student with all information completed at the top & bottom of the form. Only one score should be given for each language component.
(3) For each student, the completed sheet (see sheets above) providing a rationale for how you evaluated him/her on each trait on the Student Oral Proficiency Rating rubric (1-2 sentences) for each category.
Rationale for how the student was rated on the SOLOM Teacher Observation sheet
Provide evidence from the student’s retelling to support your ratings.
Comprehension: 3
Fluency: 2
Vocabulary: 2
Pronunciation: 4
Grammar: 2
Rationale for how the student was rated on the SOLOM Teacher Observation sheet
Provide evidence from the student’s retelling to support your ratings.
Comprehension: 3
Fluency: 4
Vocabulary: 4
Pronunciation: 4
Grammar: 4
(4) 1paragraph with your analysis comparing the listening and speaking of both students
Comprehension
In terms of the students’ understanding of the passage, both were somehow in the same level of comprehension. Both were able to relay the gist of the stories they were asked to read. However, there are some points in their retelling of the story that need to be improved, such as their fluency.
Fluency
In the case of the intermediate student, she was able to grasp the story’s gist but only explained it using simple words while in the case of the advanced student, she was able to relay the gist of the story she was made to read in a much proficient manner. She even made use of synonyms to be able to express the context of the story effectively.
Vocabulary
When speaking of vocabulary, the advanced student was obviously ahead of the other one simply because the way she retold the story manifested how proficient she was in the English language. Although in all fairness to the intermediate student, she had very minimal errors but to a different level from that of the advanced student’s. Her grammatical errors were mainly on subject-verb agreement and she seemed to have difficulty in coming up with appropriate words in her explanations. Also, I have observed that the student has difficulty in arranging her ideas in a way that the thoughts can be easily understood.
Based on how I evaluated the intermediate student, she really needs to brush up on her vocabulary words as she only makes use of simple and sometimes inappropriate words in the context. She also needs to really focus on the subject-verb agreement of her statements. As for the advanced student, there is really not much to be improved. However, I would like for her to lessen her use of flowery words as it defeats the brevity and preciseness of her explanation. It also gives the tendency for her to deviate from the topic.
Pronunciation
In terms of the two students’ pronunciation, the differences were evident. The intermediate student was somehow able to pronounce some words properly. However, some words that are quite difficult to enunciate were really mispronounced especially those with diphthongs. The advanced student had no errors in pronouncing words with diphthongs and her intonation was good as opposed to the intermediate student who still carried with her the native intonation. Also, as to their reading skills, the advanced student can read and speak the language in a moderate to faster mode, and she showed great comprehension to what I asked her to read. However, the intermediate student showed a little development, thus I still need to elaborate my questions in order for her to understand my point.
Grammar
The intermediate student was able to convey his messages, although the language spoken had poor grammar, particularly in the proper use of the articles. The advanced student also struggled somewhat with the proper use of the articles, but the message conveyed was more easily understood.
Reference
Chou, E. (2016). 5 Creative ESL Reading Comprehension Activities Your Students Will Love. Retrieved from www.fluentu.com: http://www.fluentu.com/english/educator/blog/esl-reading-comprehension-activities/
